Teaching Problem-Solving and Critical-Thinking Skills Online Using Problem-Based Learning

Autor/inn/en	Romero, Liz; Orzechowski, Agnes; Rahatka, Ola
Titel	Teaching Problem-Solving and Critical-Thinking Skills Online Using Problem-Based Learning
Quelle	In: Educational Technology, 54 (2014) 1, S.20-25 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1962
Schlagwörter	Problem Solving; Thinking Skills; Critical Thinking; Skill Development; Problem Based Learning; Teaching Methods; Online Courses; Educational Technology; Technology Uses in Education; Blended Learning; Instructional Design; Group Activities; Cooperative Learning; Teamwork; English (Second Language); Adult Students; Sustainability; Constructivism (Learning); Knowledge Level; Context Effect; Scaffolding (Teaching Technique); Metacognition + Suchen Sie Ihr Suchwort? Problemlösen; Denkfähigkeit; Kritisches Denken; Kompetenzentwicklung; Qualifikationsentwicklung; Problem-based learning; Problemorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lesson concept; Lessonplan; Unterrichtsentwurf; Gruppenaktivität; Kooperatives Lernen; English as second language; English; Second Language; Englisch als Zweitsprache; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Nachhaltigkeit; Wissensbasis; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	The availability of technological tools is promoting a shift toward more student-centered online instruction. This article describes the implementation of a Problem-Based Learning (PBL) model and the technological tools used to meet the expectations of the model as well as the needs of the students. The end product is a hybrid course with eight weekly components. The main component offers information to students about the problem to be solved, including the context of the problem. The following components expose the students to content and activities related to the problem they need to solve. Additionally, students form groups, according to their topic of interest, and work in teams to complete a five-step analysis that would help them solve the problem. Lastly, students reflect on the overall experience of the course. (As Provided).
Anmerkungen	Educational Technology Publications. 700 Palisade Avenue, Englewood Cliffs, NJ 07632-0564. Tel: 800-952-2665; Web site: http://www.bookstoread.com/etp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01